This paper is concerned with relational structure, which is assumed to be involved in various cognitive operations, and its role in analogical learning. Two experiments were conducted to test whether people rely on relational structure when learning new relational categories. Comparing various learning models, the authors suggest that schema refinement falls short of explaining relational structure in analogical learning and propose schema elaboration instead; that is, when exposed to new information, language users relying on previous knowledge structures are able to further elaborate such schema-based knowledge. Such findings shed some new light to analogical transfer and the learning of new relational concepts.